Objective: To evaluate the impact of the "English Literature Express" program on residents 'English proficiency and research literacy, identify key enhancement factors, and provide a basis for subsequent teaching design and quality improvement. Methods: An anonymous questionnaire was administered to collect baseline data, participation levels, English proficiency, research literacy, and learning engagement from 36 participants. Descriptive statistics and stratified comparative analyses were employed to identify key enhancement factors. Results: Participants with a participation frequency ≥80% demonstrated significantly higher scores in critical information screening ability (4.0 ± 0.5) compared to those with <50% participation frequency (3.2 ± 0.6; P <0.05). Those who delivered lectures ≥3 times scoredhigher in critical thinking (4.2 ± 0.4) than those who delivered lectures 1–2 times (3.5 ± 0.5) or did not deliver lectures at all (3.0 ± 0.5; P <0.01).83.3% (30/36) of participants showed moderate improvement in English proficiency (20%–40%). The primary participation barrier was time conflict between clinical duties and study tasks, accounting for 50.0% (18/36). Conclusion: Regular participation and moderate lecture delivery are key enhancement factors for improving residents' English proficiency and research literacy. Time management strategies should be optimized to mitigate participation barriers.